COMPETENCY-BASED APPROACH IN TRAINING STUDENTS FOR WORK IN CONDITIONS OF SUMMER RECREATION AND LEISURE

Abstract

The need to change the system of training future teachers and its adaptation to the requirements of the labor market has determined the significance of studying the competency-based approach in higher education. The purpose of this approach is to integrate theoretical and practical training of specialists. The article substantiates the relevance of the scientific approach to training future teachers in higher education, which meets modern social expectations and the requirements of the New Ukrainian School. It is emphasized that a modern specialist should act not only as a translator of knowledge, but also as a mentor, facilitator and conscious citizen, possessing basic and flexible (soft skills) competencies. The relevance of the problem is enhanced by complaints about the content and quality of organization of the educational process in summer health and recreation institutions. Therefore, the competency-based approach is critically important for the modernization of this system, since it ensures the transformation of theoretical knowledge into specific practical competencies (organizational, communicative-emotional, health-preserving, creative). The purpose of the study is to scientifically substantiate and determine the content of the competency-based approach in the preparation of future teachers for successful educational work in the specific conditions of summer recreation. The article analyzes the theoretical foundations of the competency-based approach and proves that it is a key mechanism for integrating theory and practice, which allows students to achieve a high level of readiness (readiness for highly productive, creative activity). Key groups of competencies (organizational, psychological-pedagogical, personal- professional) that are formed during practice are identified. The preparation of students for work in the conditions of summer recreation and recreation is based on practice-oriented learning and competency-oriented tasks, ensures the formation of the ability of future teachers to work independently, creatively and responsibly with a temporary children's team, solve complex problems of the functioning of the institution and bear full responsibility for the safety and development of children. Independent pedagogical activity (pedagogical practice) in real conditions of summer recreation and recreation serves as a catalyst for the professional and personal development of students. It not only strengthens their love for the chosen profession, but also fosters responsibility for the assigned tasks, and also contributes to the formation of key qualities: a sense of duty, self-demandingness and perseverance. Summer pedagogical practice is recognized as an integrative component of the educational process, which consolidates knowledge and forms a professionally significant potential of a specialist.